This semester in Foundations of Biology I have learned so much about performing science. In Biology, we have performed science in multiple ways. The most prominent has been note-taking and observations. We have used this form of science for almost every project and activity this year. Starting with the Monarch Project (https://docs.google.com/document/d/1iiTdiggVlpXQqmxHN2fI46ja84_QApkyS2QwuQe7ynw/edit?ts=5d88ce38), we took analog notes in our journals every day our monarch caterpillar was alive. Then we put them into a document. This was one of the most effective forms of note-taking for me. The process of making observations, then writing them down on paper is shown to improve memory rate and help the brain to further understand scientific concepts (Eck, 2014).
This fact proves true to me, as I learned how to take better observations through note-taking. I took away two major points from this project, the process of adaptation, and systems of interactions. Writing down notes over time, helped me to grasp the idea of how the caterpillar was able to interact with its food and the people who took care of it. The caterpillar needed very sterile care in order to stay alive. In turn, it was able to adapt to the small location (plastic cup) and perform metamorphosis. Looking at my notes, I was able to see the changes that our caterpillar had made weather we fed him a lot or just a small amount. Notes and observations over time, helped me to visualize these concepts in my head, I had to think when writing them down on paper. Analog notes may be a dying practice with scientists, however, it is a crucial part of understanding complex concepts.
Analog notes were not the only technology we used in Biology to perform science. We also used many different types of reflections. Typically in class, we would watch a video, one example being, Your Inner Fish: Episode One (https://media.hhmi.org/exclusive/YourInnerFish-Ep1.html). Then, while watching the video we would fill out the reflection questions given to us. This was a great way to help me understand science, as the reflections would help me focus on the big parts of the video, and what I really needed to take away. These reflections allowed me to fully comprehend what I was watching and hearing in the videos, as I was looking for the main idea, not the small details. This helped me with many of the cell videos, as I was very confused at what the content really meant.
However, once I sat down and really thought about the questions, I was able to fully grasp the different concepts. One example is when we first were learning about cellular respiration. I had never heard of this topic before and it seemed very complex. I did not understand how almost every living cell took in glucose and then was able to form adenosine triphosphate energy (ATP energy); by using the Krebs cycle and the electron transport chain. The amoeba sister’s video (https://www.youtube.com/watch?v=4Eo7JtRA7lg) did not help me much alone, as it was very fast and confusing. Once I had a reflecting conversation with Mrs. Jackson and answered the review questions, I was able to think about cellular respiration in a new way.
Instead of thinking that the concept was too scientific for me to understand, I thought about it as a metabolism. Your body’s metabolism burns off the calories you eat and turns them into energy. This is a mirror of what the system of cellular respiration actually is, and it helped me to understand what was going on inside a cell during the process. Overall reflection on various activities in Biology, helped me to deepen my understanding of scientific concepts and helped me to perform science in a way that was easy for me to understand.
Not only did we physically write reflections to do science, but we also had discussions in order to, learn a new concept or reflect on things we had already learned. According to the Ecology Society of America, “Discussion can help students:
- learn to develop and support an argument and use scientific language
- gain exposure to different viewpoints, become more respectful when in disagreement, and become more confident about their ideas
- improve students’ ability to listen and comprehend
- develop a collective, informed, critical understanding about a topic and to distinguish facts from opinions and values.”
This semester in foundations of biology we used discussion almost every day. Discussions allowed me to hear my peer’s viewpoints which at times proved to help me to understand a scientific concept in an easier way. I was also able to distinguish new information from my previous knowledge and determine a new understanding of the concept. One in-class discussion that improved my learning was after we learned about the chemical compounds needed for photosynthesis (CO2 + H2O = Glucose (C6H12O6)). I did not understand how one chemical makeup could turn into another as matter was being created in this equation. The class started to discuss what needed to happen to have the result we had written on the board. I was very confused and wasn’t sure how two hydrogen atoms could turn into twelve.
One of my peers pointed out the law of conservation of mass (mass cannot be created or destroyed). I had already taken this into account, but I was still perplexed about how this could happen. Then another peer stated that we could try inputting 6CO2 + 6H2O in order to get C6H12O6 (Glucose). As a class, we tried the equation and it worked! Discussing the concept helped us bounce ideas off of each other and allowed us to work together creating the right equation. Discussions in Biology have helped the entire class to further our understanding and ability to perform science. Like Randolph Bourne said, “A good discussion increases the dimensions of everyone who takes part”
Lastly, we used simulations and research trips to perform science. These two learning methods are my favorite way to learn. I am a tactile learner, which means I learn best when actually participating in some part of a concept; whether it’s going on a trip somewhere or pouring water to simulate rain. Hands-on learning is proven to work both sides of the brain as it combines multiple learning styles and allows the brain to store the most main ideas of a lesson. (http://www.byf.org/blog/news-item/is-hands-on-learning-better/). My favorite tactile activity we did this semester, was the trip to the Iowa Fossil and Prairie Park Preserve. When Mrs. Jackson first told our class, that Iowa was once under a massive sea, I had a hard time believing it. I thought Iowa was always prairie.
However, when we actually went to the preserve, I found many fossils that only could have belonged to a sea. It was amazing for me because the fact I learned in a high school classroom was coming to life right before my eyes! I took pictures and notes and eventually I put them all into one large research document. I was able to use my observation, note-taking, and discussion skills all in one lesson. (https://docs.google.com/document/d/1IuK1cp26oyZAm44xH9iSNfz2x6tB6-KCAxzH1410ymo/edit?ts=5d765b60) Hands-on learning is my favorite way to acquire new knowledge because I can use all of the previous technologies and skills listed, in order for a scientific concept to really stay in my brain.
In Foundations of Biology, we have used analog notes, observations, reflections, discussions, simulations, and research trips to perform science. Through these techniques, I have been able to deepen my scientific knowledge substantially, and I look forward to using these important methods to further my scientific comprehension.
